Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Education and training
Location: Grampians - Ballarat
Reference: 1490481
Selection Criteria
SC1. Educational leadership
Demonstrated ability to lead the development, implementation, and evaluation of teaching and learning practices consistent with the Victorian Teaching and Learning Model (VTLM), with a particular focus on inclusive practice, wellbeing, and disability inclusion.
SC2. Expertise in teaching and learning
Highly developed knowledge of effective teaching strategies and inclusive practices, with the ability to support colleagues to use data and research to improve student engagement, learning, and wellbeing outcomes.
SC3. Improvement of teaching and learning
Demonstrated experience in driving school improvement, including designing and leading whole-school professional learning to build staff capacity in student wellbeing, inclusive practices, and positive school culture.
SC4. Management of staff and resources
Capacity to manage staff, teams, and resources to achieve whole-school goals, with the ability to build collective responsibility for student learning, wellbeing, and disability inclusion outcomes.
SC5. Development of leadership capacity
Demonstrated ability to develop leadership in others, foster collaboration, and build a positive professional learning culture across the school.
SC6. Mental Health in Primary Schools (MHIPS) and Disability Inclusion
Demonstrated understanding of child and adolescent development, mental health, disability inclusion, and evidence-based approaches to supporting students¿ social-emotional wellbeing. Ability to fulfil the MHIPS role and support teachers and the AP ¿ Wellbeing with DIP processes to ensure inclusive education is embedded across the school.
Role
Leading Teacher Wellbeing & Inclusive Practice
Alfredton Primary School
The Leading Teacher Wellbeing & Inclusive Practice will provide whole-school leadership in student wellbeing, engagement, and inclusion. The role will include responsibility as the schools Mental Health in Primary Schools (MHIPS) Practitioner, working directly with students, staff, and families to support mental health and wellbeing needs, and embedding DET Victoria policy and frameworks for inclusive practice across the school.
The role will also work closely with the Assistant Principal Wellbeing in supporting the school¿s Disability Inclusion Profile (DIP) processes, ensuring teachers are supported to provide evidence and strategies that inform high-quality plans for students with disabilities and additional learning needs.
The Leading Teacher will build teacher capability in inclusive teaching, ensure students with diverse needs (including NCCD, Koorie, EAL, disability, trauma, and social-emotional challenges) are supported to thrive academically, socially, and emotionally, and work collaboratively as part of the Executive Leadership Team.
Key Responsibilities
- Lead the development, implementation, and evaluation of whole-school wellbeing and inclusion strategies aligned to the School Strategic Plan and Annual Implementation Plan.
- Act as the school¿s MHIPS worker, coordinating and delivering proactive mental health and wellbeing supports, in collaboration with DET initiatives, wellbeing staff, and external agencies.
- Work collaboratively with the Assistant Principal ¿ Wellbeing to support Disability Inclusion Profile (DIP) processes, ensuring classroom teachers and teams provide quality evidence and inclusive strategies.
- Build teacher capability in inclusive practices through coaching, professional learning, and modelling evidence-based strategies.
- Oversee early identification and intervention processes to support students with mental health, social-emotional, behavioural, or disability-related needs.
- Strengthen whole-school approaches to School-Wide Positive Behaviour Support (SWPBS) and Respectful Relationships.
- Support the use of data (attendance, wellbeing surveys, NCCD, DIPs, student voice) to monitor student engagement and inform decision-making.
- Foster strong connections with families and community agencies to improve outcomes for vulnerable students.
- Contribute to the effective management of student support services and case management processes.
Responsibilities
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
VISION
`Every child will flourish with time, effort and support.¿
VALUES
We value the 3 R`s
RESPECT RESPONSIBILITY RELATIONSHIPS
We demonstrate them when:
We RESPECT:
- Individual differences
- Ourselves
- Cultural diversity
- Others opinions
- Others feelings
- Property
We take RESPONSIBILITY for:
- Our behaviour
- Our actions
- Our attendance
- Our learning
- Our belongings
- Our dress code
- Our school
- Our environment
- Doing our best
We build RELATIONSHIPS with each other by:
- Being honest & trustworthy
- Caring about the feelings of others
- Treating others fairly
- Being well mannered
- Resolving differences calmly
MISSION
We believe that each child will succeed through experiencing quality in:
- A broad and challenging curriculum;
- An enriching program of extra-curricular activities and visits;
- A stimulating learning environment;
- Leveraging digital & up-to-date learning resources
- Innovative teaching and an investigative approach to learning
- An ethos of support, challenge, reflection and encouragement to succeed; and
- Learning partnerships between school, home and community.
CONTEXT
Alfredton Primary School is situated in Ballarat West and has long been a school of choice in the community.
School enrolments peaked at over 600 in 2016. Numbers are now in the high 400s.
The school is held in high regard within and beyond the community Students enjoy an excellent environment, not only for their learning, but also for their active and passive recreational pursuits.
The Alfredton school community has the expectation that all children will reach their full academic and personal potential with the school providing appropriate curriculum programs and effective teaching practices. The school is part of the South Western Victoria Region.
Whilst the key focus of the school is Literacy and Numeracy, classroom programs provide a broad curriculum across all key learning areas - the Arts, English, Health, Physical Education, Mathematics, Languages Other Than English, Science, Humanities and Technology.
The classroom programs are supported by Educational Support Staff, ESS. Specialist teachers conduct weekly classes in well-resourced specialist classrooms in Japanese, Physical Education, Visual and Performing Arts and Science. In addition, a tutoring program (TLI), Literacy Support and High Achievers Program (VHAP) are provided.
As well as a comprehensive curriculum, an extensive range of extra curricula enrichment activities are offered, which include sport, performing arts, instrumental music tuition, choir, structured clubs, special days, an annual concert/multi-media event, excursions, incursions, and camps. Students also enjoy many opportunities for leadership.
Restorative Practices underly our Code of Conduct. Values based education and Respectful Relationships is taught at all year levels. Student Voice and Agency is promoted and actioned across the school.
Individualised Education Plans are developed for students at all levels to deliver personalised and differentiated learning at each student point of need.
All learning environments have access to high quality facilities, programs, equipment, and current technology, allowing students to experience exciting, hands-on student-centred learning, catering their interests and talents through access to networked devices.
Bring Your Own Device (BYOD) is implemented from Year 4 and enhances digital learning and development of ICT skills across key learning areas.
As part of their commitment to the development of a highly effective learning environment, and to take advantage of opportunities to pursue their own professional growth, the staff reflect on ways to improve overall team performance. The staff are focussed on refining, improving, and changing instructional practices to improve student achievement by committing to the implementation of the Professional Learning Team (PLT) Inquiry Cycle which is meticulously planned, implemented, and reviewed.
Inquiries are based on the Department of Education¿s Improvement Cycle:
- Evaluate and Diagnose
- Prioritise and Set Goals
- Develop and Plan
- Implement and Monitor
To strengthen family engagement in learning and wellbeing and lift our student outcomes, we welcome parents¿ involvement in their child's learning through; School Council, information evenings, parent-teacher interviews, community events, media platforms, feedback, and our open-door policy.